EDLDR568:
Lesson 5: The Principal as Visionary
Overview
If we do not know where or why we’re going someplace, it should come as no surprise when we don’t get there.
Strategic thinking and planning are critical to effective leadership. However, having a clear vision with well-aligned goals and strategies is useless if it exists only in the mind of the leader. A shared vision, common goals, and combined efforts are necessary. As indicated in a previous lesson, to truly be a leader, one must have followers. Although a principal’s vision for the school sets the direction for the teachers, staff, parents, students, etc., the principal must develop this vision in cooperation with the various stakeholders and must maintain their support if he or she hopes to ultimately achieve the desired goals.
Lesson 5 examines the process of developing the necessary shared commitment to the overall strategic plan through effective visioning and proactive relationship building. Communication, trust, visibility, and presence are highlighted in relation to community building.
Essential Question for Lesson 5
As you work through the material in Lesson 5, consider this essential question:
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How do effective principals establish and achieve their school vision?
Lesson Objectives
After completing this lesson, you should be able to
- summarize the process for establishing and achieving a school or district vision;
- recognize the importance of fostering positive school-community relations;
- distinguish between visibility and presence in school leadership; and
- connect the concepts of trust and relationship building to the process of effective vision setting.
Lesson Readings & Activities
By the end of this lesson, make sure you have completed the readings and activities found in the Lesson 5 Course Schedule.
Standards Addressed in Lesson 5
ISLLC 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
ISLLC 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the school environment.
PIL Core 1 (Requirement 2, 4, & 5): The leader has the knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
Requirement (2): Lead and motivate a school or district in creating a vision and strategic plan focused on high student achievement
Requirement (4): Develop a vision, mission, and strategies for school improvement
Requirement (5): Understand the conceptual framework for thinking strategically
PIL Corollary 4 (Requirement 3): The leader knows how to operate in a fair and equitable manner with personal and professional integrity.
Requirement (3): Respect and engage diverse stakeholders to improve performance and learning.
Source:
Interstate School Leaders Licensure Consortium (ISLLC) standards at http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.pdf
Educational Leadership Constituent Council (ELCC) standards retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zRZI73R0nOQ%3D&tabid=676
Core and Corollary PA Inspired Leadership (PIL) standards at https://www.education.pa.gov/Teachers%20-%20Administrators/PA%20Inspired%20Leaders/Pages/PIL-Legislation-FAQ.aspx#.V3-1TY76fCh
Introduction to the Required Readings
This week’s first reading assignment consists of an excerpt from the beginning of the third chapter of Elaine Wilmore’s (2002) text Principal Leadership: Applying the New Educational Leadership Constituent Council (ELCC) standards. In this chapter, entitled Creating the Vision of a Collaborative Learning Community, Wilmore provides a concise explanation of the steps involved in visioning, as defined by the ELCC Standards, and further illustrates the process by effectively relating it to the concept of planning a trip.
The Douglas Fiore (2016) text is a fairly easy read offering common sense, practical insight into the building of positive relationships between the school and community. The text is included in the EDLDR 568 course because of the significance of relationship building in successful school leadership efforts. The first five chapters (i.e., this week’s assignment) establish the need for attention to public relations, the importance of two-way communication, and various methods of fostering positive public relations.
Within the J-B text, Megan Tschannen-Moran’s chapter entitled Becoming a Trustworthy Leader was originally published in 2004 in her book Trust Matters. Robert Starratt’s chapter entitled Presence was selected from his 2004 text Ethical Leadership. Both of these readings illustrate means of fostering the positive relationships necessary in establishing a shared vision for student learning.
Strategic Thinking and Planning
Given the importance of strategic thinking and planning to the success of school improvement efforts and, ultimately, to student achievement; it is no surprise that vision setting is first on the ELCC, PIL, and ISLLC lists of leadership standards! A clear vision with well-aligned goals and strategies is essential to organizational success, but what is not always clear is exactly what is meant by the term vision. How does a school’s vision differ from its mission? How do the values of the school community affect the strategic plan?
Districts and schools are often required to create statements of their mission, vision, and values as part of their strategic planning process. In the Pennsylvania Department of Education’s Comprehensive Planning: District Level Planning Offline Guidance Tool, dated September 28, 2012, the concepts of mission, vision, and values are explained as follows:
Mission Statement
A mission statement describes who you are and what you do; however, more fundamentally, it defines the purpose of your organization as a whole. Unlike a vision statement (which answers the question “What do we want for our future?”), a mission statement addresses the question “Why do we exist?” When creating your mission statement, it is helpful to begin your responses to that question with the infinitive “to” be followed by an action verb, such as “provide” or “foster.”
Criteria for an Effective Mission Statement include:
- Short and sharply focused
- Clear and easily understood
- Defines why we do what we do
- Defines why the organization exists
- Sufficiently broad and general
- Provides direction for doing the rights things
- Inspires our commitment
- Says what we want to be remembered (PDE, 2012, p. 10)
Vision Statement
A vision statement describes the district’s vision for the future if your organization is successful in its mission. Meant to inspire, the vision statement provides a vivid portrayal of a bright future; however, its aspirations should be realistic and clear. When creating your vision statement, it is helpful to begin your responses to the question “What do we want for our future?” with the preposition “for” as in “for all students to…” Lastly, consider how you will create a 21st Century Learning Environment for students and staff. (PDE, 2012, p. 11)
Shared Values
Shared Values are the core tenets shared by your stakeholders that drive your organizations culture and commitment. Unlike the mission statement (which answers the question “Who are we?” by describing what you do), a Shared Values statement addresses the question “Who are we?” by examining what you believe. When creating your Shared Values statement, it is helpful to begin your responses to the question “What do we believe?” with the relative pronoun “that” followed by a declarative sentence as in “that all students can…” (PDE, 2012, p. 12)
Given these definitions, one can assume that shared values should be fairly stable over time. New learning and insight can certainly alter beliefs; however, unless new research, understanding, etc., have significantly changed the organization’s belief system, its values are likely to remain fairly consistent. Likewise, the mission statement defines the organizational purpose and is also frequently stable over time. The vision, on the other hand, provides the current organizational direction for growth and improvement. Specific goals and strategies are established and implemented in an effort to achieve the vision. Wilmore (2002) illustrates the relationship between a clear vision, goals, and strategies and the resources needed to achieve them in Figure 4.1 below.
Obviously, as shown in Figure 4.1, the vision drives the identification and implementation of goals and of strategies to achieve those goals. However, to enable the vision to be accomplished, the necessary resources also need to be identified and budgeted. When there is a clear, shared vision, all stakeholders recognize the ultimate direction of the organization and understand what is needed in form of finances, time, effort, etc., to achieve it. If there is not a shared understanding or “buy in,” then stakeholders may unintentionally—or even intentionally—work against the vision.
It is the role of the principal to work collaboratively with all stakeholders to develop a shared and supported campus vision of where the school community wants to be rather than where it is. It is imperative that multiple stakeholders participate in the development process. People support what they help to build. Once the vision is developed, it must be articulated (communicated and marketed) and implemented (put into action). It is the responsibility of the principal to be a prudent steward of the vision within the school community by being the voice of and advocate for the value of education for all learners. (Wilmore, 2002, p. 114)
In the paragraph above, Wilmore is essentially describing the four steps in visioning, as derived from the ISLLC & ELCC standards. The first step, developing the vision, requires the establishment of relevant goals and strategies to enable attainment of the vision. Next, articulation of the vision involves communicating it broadly so that all stakeholders are aware of the plan. Third, implementation of the vision requires the empowerment and involvement of those stakeholders. Finally, stewardship requires ongoing efforts to provide support and encouragement and to sustain momentum.
Questions for Further Study and Reflection
Visit the Comprehensive Planning page on the Pennsylvania Department of Education’s website (or, for non-PA residents, visit a similar website from your own state or country).
In particular, explore the “CP Resources” → “Offline Guidance Tools.” See PIL Legislation FAQs.
- What are the components of a District Level Comprehensive Plan?
- How is the School Level Plan similar to the District Level Plan? How is it different from it?
Examine the mission and vision statements being posted for the Lesson 3 Participation Assignment.
- Do the mission statements that are posted define the organizational purpose?
- What is the organizational purpose of an educational institution?
- Do the vision statements that are posted provide direction for the organization?
- How do the shared values of the stakeholders influence the mission and/or vision of the organization?
- Why is it imperative that vision and goals be developed collaboratively by the stakeholders instead of by the principal independently?
- Select one of the vision statements. How would you facilitate its articulation, implementation, and sustainability?
Sources
Pennsylvania Department of Education. (September 28, 2012). Comprehensive Planning: District Level Planning Offline Guidance Tool. Retrieved from http://www.portal.state.pa.us/portal/server.pt/directory/offline_guidance_tools/183652
Wilmore, E. L. (2002). Creating the vision of a collaborative learning community. In Principal leadership: Applying the new Educational Leadership Constituent Council (ELCC) standards. (pp. 19–24, 36). Thousand Oaks, CA: Corwin Press, Inc.
Relationship Building
Fiore (2016) asserts that broad stakeholder involvement in educational decision making is an expectation in the 21st century. Therefore, effective communication and strong, positive relationships are central to a leader’s success. The public wants to not only feel informed, but to also have a voice. At minimum, stakeholders want to feel that administrators are hearing and considering their input.
Because positive school-community relations are so important, they should not be left to chance. Fiore suggests that principals proactively establish relationships with community leaders, opening the door to two-way communication and helping ensure a positive message is communicated. He also stresses the need to make all stakeholders feel welcome and comfortable within the school environment. In addition, being visible is essential to positive school-community relationships (Fiore, 2016). Being visible, however, is not enough. Leaders also must be present in order to build healthy relationships. Starratt (2013) states, “Much of the time we have many things on our mind that keep us from being fully present…Being fully present means being wide awake to what’s in front of you.” (p. 56)
In addition, serving as a role model of appropriate behavior (for example: honesty, integrity, care, responsibility, loyalty, humility, etc.) fosters positive associations. Principals should recognize that with every one of their statements and actions they are either building or tearing down relationships. Thus, principals’ words should be chosen carefully and decisions should be made with deliberation in order to ensure that respect for others is being consistently demonstrated. If positive relationships are proactively established, the school community will be forgiving, not threatening, and will be supportive in times of challenge as well as in times of celebration.
However, for positive relationships to be fostered, trust ultimately needs to be established. Tschannen-Moran (2013) identifies five facets of trust: benevolence, honesty, openness, reliability, and competence and relates them to five school constituencies (administrators, teachers, students, parents, and the public) as well as to five leadership functions (visioning, modeling, coaching, managing, and mediating). Building the necessary trusting relationships requires a significant investment of time, but schools that successfully establish a culture of trust, which fosters honest communication and stakeholder collaboration, heighten their potential for success.
Questions for Further Study and Reflection
- How does a leader’s relationship with the school-community affect the accomplishment of his or her vision?
- Think of a recent conversation you held. Were you truly present?
- Are there times or situations in which you are more or less present? How can you heighten your presence?
- Read the A Tale of Two Cities Case Study on pp. 20–21 of the Fiore text and reflect on the questions on p. 21.
Sources
Fiore, D. J. (2016). School-community relations (3rd ed.). Larchmont, NY: Eye on Education. Chapters 1–5 (pp. 1–89)
Tschannen-Moran, M. (2013). Becoming a trustworthy leader. In Grogan, M. (Ed.), The Jossey-Bass reader on educational leadership (3rd ed.). (pp. 40–54). San Francisco: John Wiley & Sons, Inc.
Starratt, R. J. (2013). Presence. In Grogan, M. (Ed.), The Jossey-Bass reader on educational leadership (3rd ed.). (pp. 55–76). San Francisco: John Wiley & Sons, Inc.
Tying It All Together
School leadership is a complex process which involves strategic planning to support the organizational mission and values and to achieve the established vision for growth and development. Effective leaders, however, do not dictate the strategic plan. It is established collaboratively by all stakeholders. Stakeholder involvement, however, requires trust, and trust can only be built when positive relationships have been fostered and established.
Lesson 5 Exit Ticket
After completing the assigned readings for Lesson 5, synthesize all four readings to answer the following question:
How do effective principals establish and achieve their school vision?
Lesson Activities
Principal Contact Information
Submit the name and e-mail address of the principal who has agreed to serve as your shadowing mentor by uploading the information to the appropriate assignment.
This submission is not applicable if you are not shadowing a principal because you intend to complete the alternative assignment. In that event, you should, instead, continue locating and reviewing relevant research sources for the alternate assignment. The full requirements for the Administrative Shadowing Reflective Paper as well as for the Alternate Assignment are listed in the Course Syllabus under General Course Requirements. The completed assignment will be due at the end of the course.
Lesson 5 Exit Ticket
Answer the following question:
- How do effective principals establish and achieve their school vision?
Lesson 5 Participation Assignment
Locate your school district’s mission and/or vision statement, review the document, and post it in the appropriate discussion forum. If you do not have access to a mission and/or vision statement, you may choose to locate one through an online search OR you may respond to those posted by your peers by noting similarities or differences between the documents, unique or surprising components, etc.